Implementing A One-To-One Tablet Program To Increase Student Engagement

Timothy Clarkson
University of St. Thomas
Research Professor: Keena Bradley, Ph.D. and Catherine R. Barber, Ph.D.
Abstract
The implementation of one-to-one electronic device
programs is becoming the norm across the nation.
Whether the device is an e-reader, laptop computer or
tablet pc, schools are working hard to implement these
programs in the hope that the classroom will extend
beyond the school building and learning will continue
beyond school hours. Many schools are of the opinion
that the tablet pc offers the best and most practical
method of implementation. If an existing school is
high performing, will the implementation of a one-to-
one tablet pc program serve as enhancement to the
curriculum and increase student engagement in the
learning process.

Introduction
In an effort to keep up with the current trends and to
provide students with a stimulating form of
enrichment, an increasing number of schools are
introducing digital device programs. It should be the
goal of every educator to provide the highest quality of
instruction possible on a daily basis. Interactive touch
screen media provides educators with a revolutionary
way to keep students engaged and take the classroom
beyond the boundaries of the school walls.
Unfortunately, most students have surpassed their
teachers when it comes to the level of technical savvy
and know-how.

Method

Participants - The study involved the survey of
thirty-six students and thirty teachers selected to
participate in an online survey. The study took
place at a single gender college preparatory high
school, and student participants ranged in age from
fourteen to nineteen years of age. The teachers
who participated in the survey either utilized the
tablets in their classrooms or have selected online
textbooks for their courses.

Measures - Participants were surveyed using an on-
line survey engine to determine their opinion about
the level of engagement in the learning
environment following the one-to-one program
implementation.

Method Continued:
Measures Continued: The survey also provided a
short answer section for participants to comment on
why they feel as they do regarding the tablet
implementation program. Teachers who
participated were interviewed briefly to find out
their initial feelings about the program prior to
implementation and those after the first year of the
program.

Design: The quantitative research design for the
study was a survey. An online survey was chosen to
be able to use a maximum number of research
subjects in an efficient time frame. Using a modified
Likert scale, participants rated both the
effectiveness of the tablet program as it related to
increasing student engagement, and commented on
how the tablet impacted their personal learning
environment. A primary threat to validity is whether
or not classroom teachers used the tablets or
promoted the use of tablets in their courses. This
was addressed by selecting and surveying teachers
who embraced the tablet, or selected to at least
utilize an on-line text for their course.

Results
Feedback showed that both teachers and students
were in agreement that tablets pose a distraction for
students attempting to stay on task and complete their
assignments. Teachers felt more strongly that tablets
were a distraction with 96% in agreement and students
concurred with 78% claiming that devices pose a
significant distraction. Digital textbooks are another
topic on which both groups agree, with 43% of
students in favor of having all digital textbooks and a
slightly higher number of teachers at 49%. However,
based on the current selection of online texts, 70% of
students agreed they would be willing to return to hard
copies and were supported by their teachers who
weighed in at nearly 77% in favor of the traditional
paper books. It is apparent by the data that clear
expectations are being set in the classroom
environment, as 90% of teachers indicated in the study
that they clearly state the norm for tablet use in class
and students confirm this as 80% acknowledged that
norms are established on a consistent basis.
Results Continued:
Figure 1 (see) depicts the most highly conflicting
perception about the program between the teachers
and the students. The bar graph demonstrates just
how differently the two groups feel about the devices
and their usage.







Figure 2 (see) shows that 90% of teachers surveyed
indicated that they would support the use of software
and filters that would limit the tablet use to approved
educational applications and activities only.

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Recommendations For Further Research :

Studies conducted in a setting where teachers were
provided with and required to participate in
extensive training on how to both use the devices
and how to utilize them in their classrooms daily,
would be of particular use.

Future studies conducted in educational settings
that require the daily use of devices in every class
session would determine whether or not if teachers,
when forced to do so would come up with creative
and relevant methods for utilizing devices.

References
Downes, J. M., & Bishop, P. (2012). Educators engage digital natives and learn from
their experiences with technology. Middle School Journal, 43(5), 6-15.
http://www.amle.org/Publications/MiddleSchoolJournal/Articles/May2012/Article
3/tabid/2640/Default.aspx

Lam, P., & Tong, A. (2012). Digital devices in classroom--hesitations of teachers-to-
be. Electronic Journal of e-Learning, 10(4), 387-395. http://www.ejel.org

Shapley, K., Sheehan, D., Maloney, C., & Carinakas-Walker, F. (2010). Effects of
technology imersion on teachers' growth in technology competency, ideology and
practices. Journal of Educational Computing Research, 42(1), 1-33. doi:
10.2190/EC.42.1.a